Reflective questions with regard to the course's practical relevance

Reflective questions on the relevance of this course for professional practice were not compulsory since they were only introduced after the initial start of the portfolio project. Nonetheless, more than 95% of student-teachers answered the questions, which were not included in the course validation. Again, we observed two types of answers: those who emphasized course contents linked to transfer possibilities into classroom practice, and those who considered the course useful for "general knowledge" but not "directly transposable" into classroom practice. The abstraction of the models presented to the student-teachers is mentioned as an additional hurdle. There was therefore a kind of dichotomy in this group, in that certain student-teachers were familiar with approaches linking theory to practice, whereas others find it difficult to construct or use this articulation. In all cases, however, these questions encouraged explicit reflection about links between theory and practice and, in many cases; they benefited the student-teachers who were able to establish the suggested links. This kind of question will certainly have to be included into the main body of the portfolio in the future, so that we can encourage student-teachers to successfully create such essential relationships.

مواضيع ذات صلة

Discussion and questions

Expectations and suggestions

Problems encountered with portfolio assessment

Advantages of portfolio assessment

Similarities and differences between portfolio assessment and prior assessment experiences

Trainer comments

Discussion of a problem-solving experience

"Critical" course synthesis

Portfolio content

Results, analysis and discussions

Context and goals

Modalities of the portfolio for the student teachers